民族地区中小学校本教研机制创新的探索——基于广西永福县中小学校本教研现状的调查

发布时间：2018-06-01 10:40

本文选题：民族地区 + 中小学校　；参考：《广西师范大学学报(哲学社会科学版)》2017年05期

【摘要】：校本教研制度经过十多年的推行,取得了瞩目的成果。然而,民族地区由于"先天不足,后天失养",其校本教研在学校层面、教研组层面和教师层面仍存在诸多问题。教师培训机制、校本研修机制、课程开发机制和考核评价机制是民族地区中小学校本教研机制创新的主要制约因素。实现民族地区中小学校本教研机制创新的有效路径:教师培训机制由外铄式习得走向内发式建构;校本研修机制由任务式研究走向自主式研究;课程开发机制由封闭式"一味模仿"走向合作式"特色研发";考核评价机制由量化的结果性评价走向质、量结合的全程性评价。
[Abstract]:School-based teaching and research system after more than 10 years of implementation, has achieved remarkable results. However, there are still many problems in school-based teaching and research at school level, teaching and research group level and teacher level in ethnic minority areas because of "innate deficiency, acquired loss of support". Teacher training mechanism, school-based study mechanism, curriculum development mechanism and assessment mechanism are the main restricting factors for innovation of school-based teaching and research mechanism in ethnic minority areas. The effective ways to realize the innovation of school-based teaching and research mechanism in ethnic minority areas are as follows: teacher training mechanism moves from external hearty acquisition to internal style construction, school-based research mechanism changes from task-based research to autonomous research; The mechanism of curriculum development is from "blindly imitating" to "characteristic R & D", and the mechanism of examination and evaluation is from quantitative evaluation to qualitative and quantitative evaluation.
【作者单位】：广西师范大学教育学部;
【基金】：广西教育科学十二五规划2015年度广西教育教学法研究基地专项课题“广西中小学校本教研机制创新研究”(2015JD413) 广西教育科学十二五规划2014年度广西教育科学重点研究基地重大课题“广西基础教育课堂教学质量问题研究”(2014JD207) 广西壮族自治区“民族地区教育发展研究”八桂学者专项经费资助
【分类号】：G635.1

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